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GreatSchools Rating

John Muir Elementary School

Public | K-5 | 231 students

 

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Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
No new ratings

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14 reviews of this school


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Posted June 21, 2013

Transitional kindergarten here is play-based, but the academic progress of our child was as impressive as the social skills gained. Parents love this school for its pretty seamless diversity; the personalized attention allowed by its small size; the pastoral feel of its creek and playgrounds (though near a busy intersection); and its late start time. Normal-hearing students get well acquainted with the deaf student community. Principal Audrey Amos is receptive and level-headed. The PTA is of course smaller than other zoned schools, and succeeds based on deep commitment from those willing to step up. They do seem entrenched in traditions that are working well. Communications could be better with the transitional K High-5 classroom, but this was its first year so improvements are surely on the way. Support for parental involvement in reading is encouraging.
—Submitted by a parent


Posted April 23, 2013

We have a kindergartner at John Muir and love the grounds, the community, the extras, and the care with which our child is taken care of.
—Submitted by a parent


Posted March 31, 2013

John Muir is a wonderful small school with a beautiful campus, high quality teachers and principal, a great (private) after school program (Kids in Motion) and a dedicated core parent group. We can only hope that BUSD does not screw it up. JM needs better outreach to parents and families who do not live nearby (many are bussed in), an in-home tutoring program particularly for poorer African American and Sp. language kids, who still exhibit a strikingly stubborn achievement gap, and a higher percentage (50%) of neighborhood admits (now kept by BUSD to below 12% of applicants, which drives too many middle class Berkeley families into private schools). Allowing more of a neighborhood preference would foster a stronger sense of community, with consequent better parental involvement, better student peer modeling and more money. This should be combined with a diversity program that focuses on actual diversity, and not political favoritism and cheating in admissions by Oakland and Richmond residents.
—Submitted by a parent


Posted April 26, 2010

Thanks to the teachers, program and atmosphere there, my granddaughter thinks learning, especially reading, is 'cool'.
—Submitted by a parent


Posted April 20, 2010

My 3 kids went to John Muir and had positive experiences
—Submitted by a parent


Posted March 26, 2010

John Muir is the best Elementry school in Berkeley!! It reminds you of a private school because of the ratio of students to each teacher.
—Submitted by a parent


Posted March 13, 2010

My daughter started at John Muir School in 4th grade this year and has felt welcomed by the community and staff. The school is small enough that all the teachers and staff know the students and parents. The teaching staff is great, and include science teachers, music teachers and a dance teacher. The campus is large and beautiful, and supports a great PE program, and gardening and cooking classes. There are so many extracurricular opportunities at the school: book clubs run by the librarian, small sports teams run by the PE teachers, and after school classes sponsored by the PTA.
—Submitted by a parent


Posted November 6, 2009

My daughter transferred from a private school to John Muir School. We've been really happy with her experience, and her teachers have been excellent. This year in addition to academics, she's learning about opera and some of the great artists. She has dance class, gardening and cooking class, as well as recorder lessons.
—Submitted by a parent


Posted October 3, 2009

John Muir is the smallest school in student population. It allows the parents and staff to know the names of all the students. The students know we care when we call them by name.
—Submitted by a teacher


Posted January 16, 2009

My son is in his 3rd year at John Muir. Generally, the teachers are outstanding. Despite its being the smallest public school in Berkeley, the building and grounds are extraordinary - a huge grassy field, a creek and playground. The classrooms are large and sunny. The PTA has a dedicated and welcoming core of involved parents. Probably the most special thing about the school is how responsive the administration and teachers have been to my son's needs. Our first year, my son had a traumatic experience (not at all connected to the school.) When I informed the school of what had happened to our son, everyone from the principal, to the school secretary, to his homeroom teacher took an ongoing and active interest in his well being and recovery. We felt incredibly supported. My son has also thrived academically, he has developed a great love and skill at reading and math.
—Submitted by a parent


Posted January 15, 2008

I am the parent of three children who have attended, or are currently attending John Muir. As the smallest school in the district we have a close community. With a very dedicated staff and a committed parent body we have focused on building community placing it higher on the pta focus than fundraising (although we do that too!). John Muir educates the 'whole child' - meaning their minds are challenged academically, their bodies are cared for with universal breakfast, dance and p.e. weekly and add to that gardening and cooking! The last flowing Berkeley creek running through the grounds provides unique science opportunities. And the afterschool enrichment classes are affordable for all with support from the PTA. We are a happy happy John Muir family!
—Submitted by a parent


Posted September 12, 2006

John Muir is gem of a school. The staff are dedicated and hardworking; the parent community is diverse and active and the site is beautiful. We're blessed with a natural creek running through the school. It complements our focus on the environment. Besides the classroom curriculum, we offer a gardening/cooking program, physical education 2x a week in every grade, an art teacher, a music specialist and a myriad of assemblies and field trips. We're the smallest school in Berkeley which helps give the school a 'community' feel. Go Grizzlies! (That's our mascot).
—Submitted by a parent


Posted February 6, 2004

We've had a kindergarten child at John Muir this year and have loved the experience. The teacher was wonderful skilled, affectionate, smart. The principal is excellent. She has attained great school spirit and runs a tight ship, while encouraging the children to be the best they can be. There is lots of attention paid to student recognition. The grounds are lovely and the staff person running the garden program is particularly good with children. The afterschool programs are also well run. An enthusiastic group of parents is involved in all activities.
—Submitted by a parent


Posted December 11, 2003

My son has been attending 'John Muir' since kindergarten and I would have to say that I am very satisfied with not only the class size but the individual attention that the teachers take with each child. They (the teachers) are very open to suggestions and you really see that your voice does count. My son as well as myself are very satisfied with the way that things are at John Muir School.
—Submitted by a teacher


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

782

Change from
2012 to 2013

-41

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

782

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-41

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

6 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

36 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
79%

2011

 
 
71%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

36 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
74%

2011

 
 
80%

2010

 
 
61%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

38 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
46%

2011

 
 
33%

2010

 
 
35%
Math

The state average for Math was 66% in 2013.

38 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
65%

2011

 
 
49%

2010

 
 
47%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

33 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
58%

2011

 
 
65%

2010

 
 
70%
Math

The state average for Math was 72% in 2013.

33 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
60%

2011

 
 
56%

2010

 
 
66%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

36 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
60%

2011

 
 
57%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

36 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
52%

2011

 
 
59%

2010

 
 
73%
Science

The state average for Science was 57% in 2013.

36 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
43%

2011

 
 
44%

2010

 
 
45%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students64%
Females69%
Males61%
African American45%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students66%
Females69%
Males65%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only69%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students50%
Females62%
Males35%
African American23%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged35%
Non-economically disadvantaged60%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students61%
Females76%
Males41%
African American31%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged47%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students42%
Females50%
Males37%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)58%
Economically disadvantaged25%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females64%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged42%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability70%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students53%
Females60%
Males48%
African American33%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)64%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students42%
Females47%
Males38%
African American20%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged52%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)27%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students41%
Females47%
Males38%
African American13%
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged20%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability47%
English learnern/a
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Black 29% 7%
White 29% 27%
Two or more races 20% 3%
Hispanic 15% 51%
Asian 7% 11%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 59%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Gregory John
Fax number
  • (510) 644-8643

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2955 Claremont Avenue
Berkeley, CA 94705
Phone: (510) 644-6410

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